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Grade 3: Module 2A: Unit 2: Lesson 11Comparing and Contrasting Two Texts about Poison Dart Frogs: Poison!

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GRADE 3: MODULE 2A: UNIT 2: LESSON 11Comparing and Contrasting Two Texts about Poison Dart Frogs:

Poison!

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can determine the main idea of an informational text. (RI.3.2)I can determine the main idea and supporting details in a text that is read aloud to me. (SL.3.2)I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)I can read 3rd grade level texts accurately and fluently to make meaning. (RF 3.4)I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.8)

Supporting Learning Targets Ongoing Assessment

• I can read and identify the main idea and key details of pages 14–15 in Deadly Poison Dart Frogs. • I can read and identify the main idea and key details of pages 8–9 in Poison Dart Frogs Up Close. • I can compare and contrast the main ideas and key details of sections of Deadly Poison Dart Frogs

and Poison Dart Frogs Up Close.

• Students’ contributions to Close Reading as Researchers: Comparing Main Idea and Details recording form

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.

NYS Common Core ELA Curriculum • G3:M2A:U2:L11 • June 2014CCI Enhanced Module (Williamsville Central Schools) • March 2015 • 1


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Agenda Teaching Notes

1. OpeningA. Unpacking the Learning Targets (5

minutes)B. Engaging the Reader and Building

Fluency: Read-aloud of Pages 14–15 in Deadly Poison Dart Frogs by Lincoln James (5 minutes)

2. Work TimeA. Guided Abbreviated Close Reading:

Pages 14–15 in Deadly Poison Dart Frogs (15 minutes)

B. Guided Abbreviated Close Reading: Pages 8–9 in Poison Dart Frogs Up Close (15 minutes)

3. Closing and AssessmentA. Group Venn Diagram: Comparing

and Contrasting Texts about Poison Dart Frogs (15 minutes)

B. Debrief: Mix and Mingle4. Homework

A. Lesson 11 Homework

• This lesson is the first of three in a series in which students compare and contrast sections of two texts about the poison dart frog.

• Since students only read select sections of each text, these lessons also provide another opportunity for students to practice using a table of contents to navigate an informational text quickly.

• Preview pages 14–15 in Deadly Poison Dart Frogs and pages 8–9 in Poison Dart Frogs Up Close. • Review: Helping Students Read Closely (Appendix 1).• Prepare an anchor chart: Close Reading as Researchers: Comparing Main Ideas and Details

(poison). • Prepare a blank 2-circle Venn diagram with the two text titles as labels for the circles. Title the

chart “Comparing and Contrasting Texts about Poison Dart Frogs.”• The sentence frames for Opening A can be posted by projecting the page in Supporting

Materials.• Because this is students’ first experience comparing and contrasting two texts on the same

topic, this lesson places more emphasis on this new skill, and less emphasis on academic vocabulary. Students reread pages 14–15 in Deadly Poison Dart Frogs for homework, focusing on vocabulary.

• Students should have been reading in their independent reading book on the topic of this unit; use this as another opportunity to reinforce CCLS RI.3.8, comparing and contrasting two texts on the same topic. This lesson is their first formal opportunity to do this comparing and contrasting as a whole group.

• Preview Lessons 12 and 13. Consider if some students would benefit from reading the text for those lessons in advance. Increasing their familiarity with the content will help them to be more at ease during the lessons at all levels: whole group, small group or partner exchanges.

• During Lesson 14 (or shortly following that lesson), students will be informally assessed for fluency, reading one of the frog poems from earlier in the unit. Lesson 13 homework has students making their selection and practicing. Struggling students may benefit from selecting their poem for the fluency check in advance of Lesson 13 in order to have more time to practice.




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Lesson Vocabulary Materials

poison, toxins; compare, contrast • Deadly Poison Dart Frogs by Lincoln James and Poison Dart Frogs Up Close by Carmen Bredeson (one of each book for display and teacher use)Deadly Poison Dart Frogs by Lincoln James (book; one per student)

• Sticky Notes• Index cards (one per student)• Poison Dart Frogs Up Close by Carmen Bredeson (book; one per student)• Close Reading as Researchers: Comparing Main Idea and Details (Poison) anchor chart • Sentence Frames for Opening A• Sample Venn diagram for Poison! (for teacher reference in Closing A)• Chart paper for Venn diagram • Markers• Lesson 11 Homework (one per student)




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Opening Meeting Students’ Needs

A. Unpacking the Learning Targets (5 minutes)• Welcome students back and gather students together. Direct students to the learning targets for this

lesson. Read each target individually. • Give students time to think and then talk with a partner about the third target: “I can compare and

contrast the main ideas and key details of sections of Deadly Poison Dart Frogs and Poison Dart Frogs Up Close.”

• Invite students to share out, in order to clarify key vocabulary. Ask: * “What does compare mean?” Give an everyday example (e.g., comparing pizza and spaghetti: They are

both Italian).* “What does contrast mean?” Extend the earlier example (e.g., You eat pizza with your hands, but eat

spaghetti with a fork). • If necessary, have students to turn and talk to compare and contrast something familiar to them (e.g.,

apples and oranges). • Tell students that for the next three lessons, they will be reading two different texts about poison dart

frogs, and comparing and contrasting what information each text gives. Remind them that this is something people who want to become experts on a topic do: They read A LOT about the topic, and then look for patterns.

(This is also a good opportunity to reinforce the independent reading students have been doing during this unit. They already have been reading other texts on this same topic, and should be noticing patterns in the type of information that appears, and how details vary from text to text.)

• Increase interactions with vocabulary in context, in this case, the words compare and contrast. This increases rate of vocabulary acquisition for students.




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Opening (continued) Meeting Students’ Needs

B. Engaging the Reader and Building Fluency: Read-aloud of Pages 14–15 in Deadly Poison Dart Frogs by Lincoln James (5 minutes) • Tell students that in last few lessons they have been learning about specific “freaky frogs” and how those

frogs’ adaptations help them survive. Today they are going to keep learning about frogs, specifically the poison dart frog!

• They are going to get to read parts of two different texts about the poison dart frog. Show them the cover of both texts: Deadly Poison Dart Frogs by Lincoln James and Poison Dart Frogs Up Close by Carmen Bredeson, reading the titles of both texts.

• Remind students that when people read informational texts, they often don’t read the whole book cover-to-cover the way they read a story. Readers often just choose sections of the book that include information on the specific topics they want to learn more about. In this case we want to learn more about the poison.

• Ask students to turn and talk about what questions they might want to find answers to about the poison dart frog. Listen as students share out.

• Say: “Today, we are going to learn about the poison dart frog!” Distribute students’ texts: Deadly Poison Dart Frogs by Lincoln James.

• Orient students to the table of contents. Say: “This is an informational book so it has a table of contents. How can we use the table of contents to find the information about poison?”

• Have students turn and talk. Listen for students to point out page 15. Probe: “But it doesn’t use the word ‘poison.’ How did you know that would be about poison?” Listen for students to make connections between “deadly” and “poison.” Ask if they can figure out what a toxin is. Tell them that this word will be defined for them in the text.

• Project the section “Deadly Toxins” (which begins on page 15). Ask students to turn to pages 14–15 to follow along. Read page 15 slowly, fluently, without interruption, making sure to also read the “Deadly Data” text section and the text box on page 14. If students get excited and want to talk about the text, remind them: “Just like the books we have read before, you will have a chance to reread this section and talk about it later today.”

• Note: It is important to read aloud without interruption. The purpose is to acquaint students with the text,

• When introducing new vocabulary, consider having the words written on index cards. Show the card to students when talking about the word. Then post the word on a word wall. This is helpful to visual learners.




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not aid them in comprehension through questioning or discussion.• Point out to students that you read page 15 first since it was the official start of the section titled “Deadly

Toxins.” But the text box on page 14 includes related information so it was read as well.




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Work Time Meeting Students’ Needs

A. Guided Abbreviated Close Reading: Pages 14–15 in Deadly Poison Dart Frogs (15 minutes)Gist Work

• Tell students that, as usual, they need to reread to capture the gist, in order to think about the main idea. • Give students 5 minutes to reread pages 14–15 on their own. As they have done in previous lessons, they

should read for gist as well as use sticky notes to record unfamiliar words. Circulate and support students as they read.

• After 5 minutes, stop students in their work and have students gather together with their books. • Display the Close Reading as Researchers: Comparing Main Ideas and Details anchor chart. Give

students a few seconds to get oriented to the anchor chart. Students are familiar with this recording form from earlier in the unit and it’s very similar to the recording form use with My Librarian is a Camel from module 1. However, the recording form has been retooled for use with comparing and contrasting. Draw students’ attention to the top where the two book titles are listed as #1 and #2. In Part 1, students will notice a reference to those same numbers, each for one of the titles. Fill in the page numbers for Text 1.

• Ask students to turn and talk about the main idea of pages 14-15. By virtue of the title, students should be able to easily reference poison or deadly toxin. Fill in Part 1 on the anchor chart for Text 1. (Since Part 4 requires the main idea to be revisited, do not push students to understand to be more specific at this time.)

• Before moving on, allow students to share words they wrote on sticky notes. Keep track of the words students share by writing them in the margins of the anchor chart or simply clarify the meaning of these words. This would be a good opportunity to ask if students know why the word ‘predator’ is bolded. If students don’t know, tell them that bold words in formational texts are generally in the glossary. They can turn to the glossary in page 22 to confirm this. Have a student read the definition of predator aloud to the group.Details Work

• Tell students that as usual, the next step is to read for details. They will look for details that help support that main idea.

• Remind students that to become an expert, they should gather as many facts, definitions, and details as they read.

• The language of these texts may prove especially challenging to ELL students. Help students focus on the illustrations to aid their comprehension.

• Use thoughtful grouping: ELL language acquisition is facilitated by interacting with native speakers of English who provide models of language.




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• Give each student an index card. Tell them to read pages 14-15 again, this time looking for details that support the main idea (record on the anchor chart in Part 1). Allow students 5 minutes to do this step.

• After 5 minutes, stop students in their work and have students gather together with their books.




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Work Time (continued) Meeting Students’ Needs

• Invite a student to share one detail he or she noticed on pages 14–15 that seemed related to the main idea, and why. Record the details students offer in Part 2. Listen for students to share details such as “poison is called toxin,” or “poison can stun or kill,” or “poison comes out holes in the skin,” or “poison frogs can make something sick or can kill,” or “three species of PDFs can kill people.”

• Bring students’ attention to the far-right column where it says, “Text.” Remind students the two texts were numbered as #1 and #2. Place a “1” in that column for any details that were recorded.

• Point out Part 3 on the Close Reading as Researchers: Main Ideas and Details anchor chart: Key ideas from the illustrations. Ask students if anything from the illustration relates to the main idea. Helps students see that even though we can name details about the blue poison dart frog’s appearance (shades of blue, spotted, shiny, darker legs, knobs on toes), these are NOT details related to the main idea. Initially, this may be difficult for some students to understand.

• Direct students to turn and talk about the question in Part 4:“What adaptations help a poison dart frog survive?” Do not discuss this whole group, since students will revisit this question later in the lesson.




Poison!


B. Guided Abbreviated Close Reading: Pages 8–9 in Poison Dart Frogs Up Close (15 minutes) • Remind students that to compare and contrast you need two things, in this case, two texts. Share the

learning target again: “I can compare and contrast the main ideas and key details of sections of Deadly Poison Dart Frogs and Poison Dart Frogs Up Close.”

• Say: “Now it’s time to move on to our other poison frog text to see what is has to say about the same topic. Distribute students’ texts: Poison Dart Frogs Up Close by Carmen Bredeson. Have students use the table of contents to determine the pages numbers.

• With this text, it’s much more obvious which pages are about poison (pages 8-9). Write in the page numbers on the anchor chart.Read aloud

• Project the section “Frog Poison” (which begins on page 8). Ask students to turn to pages 8-9 to follow along. Read pages 8-9 slowly, fluently, without interruption and tell students and they should listen for the main idea. If students get excited and want to talk about the text, remind them: “Just like the books we have read before, you will have a chance to reread this section and talk about it in a bit.”Gist Work

• Tell students that they will now reread on their own and, as usual, their first goal is to capture the gist, in order to think about the main idea.

• Give students 3 minutes to reread pages 8-9 on their own. As they have done in previous lessons, they should read for gist as well as use sticky notes to record unfamiliar words. Circulate and support students as they read.

• After 3 minutes, stop students in their work and have students gather together with their books. • Draw students’ attention to the Close Reading as Researchers: Comparing Main Ideas and Details anchor

chart used in Work Time A.• Ask students to turn and talk about the main idea of pages 8-9. By virtue of the title, students should be

able to easily make a reference to poison. Fill in Part 1 on the anchor chart for Text 2. (Since Part 4 requires the main idea to be revisited, do not push students to understand to be more specific at this

• Consider partnering an ELL with a student who speaks the same L1 when discussion of complex content is required. This can let students have more meaningful discussions and clarify points in their L1.

• Consider allowing students to draw their observations, ideas, or notes on their Close Reading as Researchers: recording form. This allows ELLs to participate in a meaningful way.




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time.)


• Before moving on, allow students to share words they wrote on sticky notes. Keep track of the words students share by writing them in the margins of the anchor chart or simply clarify the meaning of these words. Details Work

• Tell students that as usual, the next step is to read for details. They will look for details that help support that main idea.

• Give each student an index card. Tell them to read pages 8-9 again, this time looking for details that support the main idea. Allow students 5 minutes to do this. Students may exhibit tentativeness since the text is brief and therefore there are limited details.

• After 5 minutes, stop students in their work and have students gather together with their books. • Invite a student to share one detail he or she noticed on pages 8-9 that seemed related to the main idea,

and why. Record the details students offer in Part 2 on the anchor chart. Listen for students to share details such as “the poison on frog’s skin is slime,” or “ people dip darts in the poison,” or “use poison darts to kill animals for food,” or “golden poison dart frog most poisonous.” Make sure to note that these details came out of Text 2 by writing a “2” in the far-right column.

• Remind students that Part 3 is for key ideas from the illustrations. Ask students if anything from the illustrations relate to the main idea. With this text, there are details in the illustrations that relate to the main idea: the dart being rubbed on the deadly golden poison dart frog, the slime on the frog and leaf, the fact that the man is not touching the frog with his hands. Record students’ suggestions in Part 3. Since these details came from Text 2, write “2” in the far-right column.

• Direct students’ attention to Part 4, which asks for the main idea to be revisited. Ask students to look at the anchor chart and then turn and talk with a partner about what the main idea to today’s reading was. This section brings closure to the work with this topic so there will be one statement. Cold call on a couple students to share out and then record a statement in Part 4.

•




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Note: Students also may identify text features that are different in these two books: Poison Dart Frogs Up Close has a caption; Deadly Poison Dart Frogs has a text box. Reinforce any ways students are using text features to help them access information as they read both texts.




Poison!

Closing and Assessment Meeting Students’ Needs

A. Group Venn Diagram: Comparing and Contrasting Texts about Poison Dart Frogs (15 minutes) Note: Go slowly with this guided practice to ensure all students understand how to complete a Venn diagram. They will be doing this more independently in future lessons. Use the sample Venn diagram for Poison! Available in Supporting Materials to guide the group completion of the Venn diagram.• Have students examine the Close Reading as Researchers: Comparing Main Ideas and Details anchor

chart. Remind students of the third learning target related to comparing and contrasting the two texts. • Ask students to consider the main ideas of the sections from the two texts they just read. “Are the main

ideas of these two texts similar or different?” Post the sentence frame: “I think the main ideas are similar/different because ______.”

• Students should quickly recognize that both sections are about the poison dart frog’s poison. Tell students that a Venn diagram is one tool that experts can use to organize information that is the same and different.

• Display the chart paper with blank two-circle Venn diagram with the text titles written above the circles. Students should be familiar with use of Venn diagrams. Assess familiarity and proceed accordingly.

• Students should look at Parts 2 and 3 on the anchor chart to see if there are any details that are the same or very similar that appeared in both texts. The text numbers on the anchor chart should help students recognize the similarities.

• Ask students to Think-Pair-Share one detail from the two texts that is the same. Post the sentence frame: “One detail that is the same is _________.” Encourage them to review the notes on the anchor chart. Students may suggest details such as “the poison is on their skin.” Students also may name details they noticed in the pictures. Write these in the center portion of the Venn diagram.

• Finally, ask students to think about details from these texts that are different. Use the sentence frame: “One detail that is different is _________.” Again, remind students to refer to the good notes we took earlier in the lesson on the anchor chart. Students may identify details, such as “Text 2 talks about the golden poison dart frog and the ruby poison dart frog; Text 1 shows a picture of the blue poison dart frog.” Write these details in the corresponding part of the Venn diagram.

• Show students that it’s important to review their work on the Venn diagram by ‘reading’ it. They should

• For students needing additional support producing language, consider offering a sentence frame, sentence starter, or a cloze sentence to assist with language production and provide the structure required.




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glance back at both texts and at anchor chart as well.• Tell them that in the next few lessons, they will keep practicing comparing and contrasting the information

from two texts about poison frogs and they will be using the Venn diagram again.

Closing and Assessment (continued) Meeting Students’ Needs

B. Debrief: Mix and Mingle (5 minutes) • Tell students to think about how they would answer these questions:

* 1. What are the most interesting things you learned about poison dart frogs?* 2. What do you want to know about the poison dart frog?

• Have students mix and mingle to share their thinking on these two questions. When students are up and ready, announce which question you want them to discuss with whoever they are standing with. Use a bell or an audible to signal students when to move (mingle) to a different talking partner. Alternate the question back and forth.

Homework Meeting Students’ Needs

• Share the new text Deadly Poison Dart Frogs with someone at home. Reread pages 14 and 15. Use the book to complete the vocabulary work on the words ‘toxins’ and ‘stun.’



Grade 3: Module 2A: Unit 2: Lesson 11Supporting Materials

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.

GRADE 3: MODULE 2A: UNIT 2: LESSON 11

Close Reading as Researchers:Comparing Main Idea and Details

Name:

Date:

Text 1: Deadly Poison Dart Frogs Page Numbers: ________________

Text 2: Poison Dart Frogs Up Close Page Numbers: ________________

Topic: ________________________________________________________________

PART 1: Main idea of this section of the text

PART 1: Main idea of this section of the text

1. ______________________________

________________________________

________________________________

2. _______________________________

_________________________________

_________________________________

PART 2: Key details from the text that help me understand the main idea Text







PART 2 continued (if needed)

PART 3: Key details from the illustrations that help me understand the main idea

Text

PART 4: Revisiting the main idea…What adaptations help a poison dart frog survive?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________




__________________________________________________________________________________




Sentence Frames for Opening A: Compare and Contrast

I think the main ideas are similar/different because ______.

One detail that is the same is _________.

One detail that is different is _________.




Sample Venn Diagram: Poison!

1. Deadly Poison Dart Frogs 2. Poison Dart Frogs Up Close

Lesson 11 Homework

Name:

Date:

Share the new text Deadly Poison Dart Frogs with someone at home. Read pages 14-15 to them. Use the book to complete the following work. Make sure to return the book to school tomorrow.



▪ poison called toxin

▪ snakes and spiders can eat blue poison dart frog

▪ toxin comes out of holes in skin

▪ can stun predators

▪ three types can kill people

▪ golden poison dart frog most deadly of all

▪ “ruby poison dart frog”

▪ very small

▪ poison used by rainforest people

▪ can kill people and animals

▪ are poisonous

▪ some shouldn’t even be touched

▪ poison used to make poison darts


Focus on the bold word in the sentence from the text:

“Many poison frog toxins are strong enough to stun or kill predators.”

Think: What can you tell about the word based on the way it’s being used in the sentence?Are there any clues living in the illustrations?

Replace:Try to come up with a word you know that can replace the unknown word. Remember that the sentence needs to make sense and the meaning of the sentence has to stay the same.

I think the word ‘toxins’ might mean ___________________ or _____________________.

Focus on the bold word in the sentence from the text:

“Many poison frog toxins are strong enough to stun or kill predators. This word is in the glossary. Find the word in the glossary and copy the definition.

Now use the word ‘stun’ in a sentence. Make sure your sentence makes the word’s meaning clear and evident.

_________________________________________________________________________

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Documents

cms5.revize.com€¦ · Web viewLesson 11 Homework This lesson is the first of three in a series in which students compare and contrast sections of two texts about the poison dart